hsp3m: an introduction to anthropology, psychology, and sociolo

HSP3M: An Introduction to Anthropology, Psychology, and Sociology

Grade11 University / College Preparation

Unit 2Forces That Influence & Shape Behavior

Garth Elliott, Giselle Davis, Nadia ChinapenWednesday July 26, 2007

Table of Contents

Summative Assessment Plan (SAP) Page 3

Unit Overview & Rationale Page 7

Instructional Organizer Page 8

Summary of Learning Activities/Strategies (Lesson Plans) Page 9

Major Assessment Task / Culminating Activity Page 44

Statement of the Design Process Page 50

Summative Assessment Plan (SAP)

COURSE TITLE & CODE: HSP3M GRADE: Grade 11

DESTINATION: University / College

Enduring Understandings

1. Identify the various sources of mass media that influence our perceptions of body image (i.e. students will identify the channels through which industries advertise)

2. Critically analyze and question the messages that the advertisers are trying to convey (i.e. students will be able to look at an ad and be able to identify hidden messages)

3. Students will be able to explain why forces in the mass media are able to influence our behaviour and perception specifically about body image

4. Students will be able to identify the many tools that the mass media uses and explain how these tools influence our choices as consumers.

5. Youth can influence advertisers by using their buying power and making informed decisions about their consumption

Overall Expectations

SOV.01 · describe some differences and similarities in the approaches taken by anthropology, psychology, and sociology to the concept of self in relation to others

SOV.02 · demonstrate an understanding of the social forces that influence and shape behaviour as described by anthropologists, psychologists, and sociologists

SOV.03 · analyse socialization patterns from the perspectives of anthropology, psychology, and sociology

ISV.01 · use appropriate social science research methods effectively and ethically

ISV.02 · conduct research to determine the critical differences and similarities among the approaches and concepts of anthropology, psychology, and sociology, and summarize their findings

ISV.03 · effectively communicate the results of their inquiries

Specific Expectations

SO1.01 – demonstrate an understanding of the major questions related to “self and others” that are posed by anthropologists (e.g., What are the cultural patterns that help to define the self?), psychologists (e.g., How do defence mechanisms enable us to cope with others?), and sociologists (e.g., What is the relationship between the individual and society?)

SO2.01 – identify and assess the major influences that contribute to an individual’s personal and social development (e.g., heredity, environment, race, gender)

SO2.02 – analyse the role of the mass media in influencing individual and group behaviour

SO2.03 – explain why behaviour varies depending on context and on the individuals involved (e.g., at work, within a family, in sports, in a crowd, in a large city or small town)

SO3.01 – explain the role of socialization in the development of the individualSO3.02 – identify the primary and secondary agents of socialization (e.g., family,

school, peers, media, work) and evaluate their influenceSO3.03 – demonstrate an understanding of anthropological, psychological, and

sociological theories that deal with socialization (e.g., enculturation, nature versus nurture, social isolation)

SO3.04 – evaluate the role of cultural influences in socialization (e.g., as they affect gender expectations)

IS1.01 – correctly use the terminology of anthropology, psychology, and sociology (e.g., functionalism, behaviouralism, feminism)

IS1.02 – define the concepts that are central to anthropology (e.g., evolution, diffusion, culture), psychology (e.g., perception, cognition, personality), and sociology (e.g., role, gender, institution)

IS1.03 – demonstrate an understanding of the factors that explain human behaviour from the perspective of anthropology (e.g., myth, kinship), psychology (e.g., conditioning, subconscious), and sociology (e.g., socialization, social interaction)

IS2.04 – demonstrate an ability to locate and select relevant information from a variety of print and electronic sources (e.g., books, periodicals, television, Internet sites, CD-ROMs)

IS2.06 – demonstrate an ability to organize, interpret, and analyse information gathered from a variety of sources

IS3.01 – record information and key ideas from their research, and document sources accurately, using correct forms of citation (e.g., those recommended by the American Psychological Association)

IS3.02 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, lab reports, oral presentations, written reports, essays, newspaper-style articles, video presentations)

Summative Assessment Tasks

Unit # & Title

Name/title of task

Brief description of

task (what type? ind. vs.

group? content?)

Enduring Understanding

Being Addressed

List Types of Formative Assessments or

Scaffolding Required

Unit 2

Forces that Influence &

Shape Behaviour

Forces that shape personality

Emotion and personality

Individual: personality testGroup: discussion: extravert vs. introvert, Butt’s theory Group: Definition of emotions

Discuss the view of basic emotions from the standpoint of various theorists

The study of personality

Students will be able to explain why forces in the mass media are able to influence our behaviour and perception

Teacher Observation

Group discussion: Anecdotal notes

Assessment of student notes

Unit 2


Shape Behaviour

Motivation

Social groups

Group:- Factors that motivate behaviour- Maslow’s Hierarchy of NeedsIndiv: Personal hierarchy of needs collageGroup: Nature vs. nurture debate

The study of personality

Nature vs. Nurture, impact on behaviour

Identify the various sources of mass media that influence our perceptions

Assessment of student collages and student responses

Nature vs. Nurture debate

Group discussion and debate: Anecdotal notes

Unit 2


Shape Behaviour

Agents of socialization

Groups & Behaviour

Group discussion: agents of socialization

Role play activity

Group discussion: Asch’s theory of designIndiv: Quiz

Nature vs. Nurture, impact on behaviour

Explain how mass media affects behaviour

Assessment of role play activity

Quiz

Unit 2


Shape Behaviour

Family

Intro to Mass Media

Group discussion: aspects of family that has influenced behaviour

Indiv: Appealing advertisements in magazinesGroup: presentation of advertisements

Identify the various sources of mass media that influence our perceptions

Critically analyze and question the messages that the advertisers are trying to convey

Group discussion and presentation: anecdotal notes

Teacher observation

Unit 2


Shape Behaviour

Body Image in Mass Media

Tools of Mass Media

Indiv: report responding to Advertising Tells us article

Group: Designing an advertisement activity

Critically analyze and question the messages that the advertisers are trying to convey

Students will be able to identify the many tools that the mass media uses and explain how they influence consumers

Assessment of student reports

Assessment of advertisement designs

Unit 2


Shape Behaviour

Youth Buying Power

Alternative Advertising

Indiv: Online activity and report

Group: Alternative Advertising assignment

Youth can influence advertisers by using their buying power and making informed decisions about their consumption

Assessment of student reports

Teacher observation

Assessment of group presentations

Unit 2


Shape Behaviour

CULMINATING ACTIVITY

Group: Create a music video, television commercial, magazine or billboard advertisement promoting positive body image

All of the enduring understandings are applicable

Formal : Planning template

Peer assessment feedback form

Summative: Culminating rubric

Unit Overview:

Unit 2 focuses on the forces that influence and shape human behavior. Under the strand of “Self and Others” students are required to examine the forces that influence and shape behavior. Students are asked to identify and assess influences that contribute to social development while analyzing their role of the mass media and its influences on individual and group behavior. This unit will be administered over twelve lessons. First, students will analyze the composition of personality and the influence it has on individual behaviour. Next they will be exposed to the concept of motivation as demonstrated through Maslow’s Hierarchy of Needs. Here, students will explore the internal and external factors that affect us. After they will explore the impact of the family and evaluate the influence of mass media on youth, ending with their culminating activity.

This unit will analyze socialization, the process of learning one’s culture and how to live within it. Social groups and agents of socialization reveal how the family, peers, societal norms and media affect our actions. The Nature vs. Nurture debate and Asch’s theory of design are analyzed and critiqued, concentrating on the various group relations.

Rationale:

Students will be required to examine a variety of media sources (e.g. television commercials, magazine advertisements, billboards, newspaper advertisements) and critically examine the messages that are prevalent in these media sources. Body image is a topic that affects many individuals especially teenagers. These impressionable years help to form one’s self concept. External and internal agents of socialization help to shape their identity. Body image is constantly portrayed within the various forms of the media. Magazine advertisement executives hire models that fit a specific body type. Movie directors hire actors and actresses not merely on talent but on superficial factors. There are many similar examples found in the various media forums. Teenagers are constantly bombarded with many conflicting images of the “ideal’ person. Within the past few years, there has been a slight improvement, but it is important for students to critically analyze these stereotypes and realize the power that they have as consumers.

n

30292827

Culminating TaskDay 4

26


252423


22


21

Alternative Advertising (12)

20

Youth Buying Power (11 cont.)

19

Youth Buying Power (11)

181716

Tools of Mass Media (10)

15

Body Image in Mass Media (9)

14

Introduction to Mass Media (8)

13

Family (7)

12

Groups and Behaviour (6)

11109

Agents of Socialization (5)

8

Social Groups (4)

7

Motiviation (3)

6

Emotion & Personality (2)

5

Forces That Shape Personality (1)

4321

SundaySaturdayFridayThursdayWednesdayTuesdayMonday

Instructional Organizer for Unit: November 2007

FORCES THAT SHAPE PERSONALITY LESSON PLAN

Teacher: Grade: 11 No. of Students:Subject/Strand: HSP3M

Date: Lesson: Forces that Shape PersonalityDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Forces that shape personality

Specific Expectations:● IS1.02 – define the concepts that are central to anthropology (e.g.,

evolution, diffusion, culture), psychology (e.g., perception, cognition, personality), and sociology (e.g., role, gender, institution);

● IS1.03 – demonstrate an understanding of the factors that explain human behaviour from the perspective of anthropology (e.g., myth, kinship), psychology (e.g., conditioning, subconscious), and sociology (e.g., socialization, social interaction).

Assessment and/or Evaluation of Student Achievement:

Tasks for the Students:Mark with an “x”:Oral Report: Portfolio: Conference: Multi-media: Other:

homeworkJournal: Projects: Presentation: Work

Samples:

Tools for the Teacher:Mark with an “x”:Observation: x Checklist: Rubric: Quiz, Test: Other:

homework check

Self assess: Rating scale: Notes: Peer Assess:

Teacher’s Routine for Marking, Tracking, and Reporting:Teacher will orally take up the class discussion questions with the class

Lesson Modifications: (Where applicable, provide student names)Mark with an “x”:Increase Time:

Challenge: Decrease No./Difficulty:

Alternate Assignment:

Oral Explan: x Repeat: Re-teach: x Scribe: E.A. Assistance:

Peer tutor:x Visuals: Manipulatives: Other: Instruct. Technologies:

Teacher’s Routine for Lesson Modifications:The teacher will re-teach the concepts and theories to those who may not understand

Materials and Equipment Required (Resources):

For the Students: Computer, notebook,

For the Teacher: Chart paper, computer, and article: “The impact of personality and approaches to learning on information behaviour”Internet resources: http://www.makingthemodernworld.org.uk/learning_modules/psychology/02.TU.04/?section=11 (Freud’s perspective of personality)www.humanmetrics.com/cgi-win/JTypes2.asp “Jung Typology Test” (Personality test)www.typelogic.com/estj.html (results summary of test)http://www.fortunecity.com/victorian/vangogh/111/mbti.htm

Instructional Strategies:

Student- Centred:Mark with an “x”:Cooperative: Centres: Inquiry;

Problem-solving:x

Computer Assisted: x

Other:

Teacher-Directed:Mark with an “x”:Drill: Lecture: x Guided

Inquiry:xDemonstration: Other:

http://www.makingthemodernworld.org.uk/learning_modules/psychology/02.TU.04/?section=11

http://www.makingthemodernworld.org.uk/learning_modules/psychology/02.TU.04/?section=11

http://www.typelogic.com/estj.html

Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

Introduction: “W”………………………………………………...........… 15 minutesThe teacher will introduce the session asking the students of their perception of personality. A designated student will record the answers on the Chart paper provided.

A Sequence of Teaching, Learning and Application: “W”…..........60 minutesAfter the preliminary discussion on personality, the students will complete the personality quizzes (self test) and gather their results as specified on the website www.typelogic.com/estj.html

Personality type theory, created courtesy of Carl Jung, ascribes three pairs of antithetical qualities to personality, believing that people are genetically predisposed towards one choice per pair for all pairs. As children grow, they come upon crossroads in their development, and favour one over the other in each pair because of genetic or individual factors. Extraversion --------------- IntroversionSensing ---------------------- IntuitionFeeling ---------------------- Thinking

Each quality lies on opposite ends of a continuum.

Sensing/Intuition are known as the Perceiving processes, and Feeling/Thinking are the Judgement processes.

If the person tends towards being judgemental, i.e. quick to come to conclusions, preferring to have matters quickly settled and done with, then he is a Judging Person, and his dominant process would be either Thinking/Feeling. On the other hand, if he tends towards waiting to see if any new developments arise before making decisions, preferring to spend as much time as possible deliberating before making plans or schedules, he is a Perceiving person, and his dominant process would be either Intuiting or Sensing.

Source: http://www.fortunecity.com/victorian/vangogh/111/mbti.htm

As per Butt’s theory of functional analysis there are four categories that individuals fall under: Extroverted thinking vs. introverted thinking Extroverted sensing vs. introverted sensing Extroverted intuition vs. introverted intuition Extroverted feeling vs. introverted feeling

The class will discuss the definitions of the four categories and explore the type of personalities that they may fit in.

http://www.typelogic.com/estj.html

Once the students have acquired their results, there will be a group discussion, moderated by the teacher. The questions will be as follows:

1. What are the advantages of a personality test?2. What are the disadvantages of a personality test?3. Were the accumulated results accurate and insightful?4. If not, why do you think the results were incorrect?

The students will answer these questions in a personal reflection. Some students may not be comfortable in sharing their results in the open forum discussion.

The students will then explore the terms “extrovert” vs. “introvert” in a class discussion. At this point, the students will briefly explore the influences that affect one’s personality.

Meeting Individual Needs:

Extra Support:Students who are ESL learners will be paired with other students if there is a need for assistance. The teacher will also re-teach the theoretical concepts with the students.

EMOTION AND PERSONALITY LESSON PLAN

Teacher: Grade: 11 No. of Students:Subject/Strand: HSP3M

Date: Lesson: Emotion and PersonalityDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Emotion and personality

Specific Expectations:● SO1.01 – demonstrate an understanding of the major questions related to

“self and others” that are posed by anthropologists (e.g., What are the cultural patterns that help to define the self?), psychologists (e.g., How do defence mechanisms enable us to cope with others?), and sociologists (e.g., What is the relationship between the individual and society?);

● SO2.01 – identify and assess the major influences that contribute to an individual’s personal and social development (e.g., heredity, environment, race, gender);

● SO3.04 – evaluate the role of cultural influences in socialization (e.g., as they affect gender expectations).

Assessment and/or Evaluation of Student Achievement :



Samples:

4b. Tools for the Teacher:Mark with an “x”:Observation:x Checklist: Rubric: Quiz, Test: Other:

homework check


Teacher’s Routine for Marking, Tracking, and Reporting:Teacher will review the prior day’s concepts of personality and the personality self-test.




Oral Explan: Repeat: x Re-teach: Scribe: E.A. Assistance:

Peer tutor: Visuals: Manipulatives: Other: Instruct. Technologies:

Teacher’s Routine for Lesson Modifications:The teacher will re-teach the concepts and theories to those who may not understand.


For the Students: notebooks, “Society of the world: intro to Anthropology, Psychology and Sociology” McGraw-Hill

For the Teacher: http://www.personalityresearch.org/basicemotions.html

This website provides a chart of various theorists and their beliefs of personality and basic emotions. This handout will be used as a frame of reference for the day’s lecture and discussion.


Student- Centred:Mark with an “x”:Cooperative: x Centres: Inquiry;

Problem-solving:

Computer Assisted:

Other:


Inquiry: xDemonstration: Other:

http://www.personalityresearch.org/basicemotions.html


Introduction: “W”…………………………………………………......… 10 minutesThe teacher will first revisit the theoretical concepts of personality from the day before.

A Sequence of Teaching, Learning and Application: “W”…..…… 65 minutes

The teacher will then pose the question “What are emotions?” This will be written in their notebooks independently, and then the students will be asked to contribute their thoughts in an open forum. As a class, we will review the handout that was accumulated from the website: http://www.personalityresearch.org/basicemotions.html to discuss the view of basic emotions from the standpoint of a variety of theorists.

Students will be placed in groups of five and will discuss how emotions affect one’s personality. The students will be given twenty minutes to perform this task

The teacher will then take up the results orally.

The class will then briefly discuss the role that heredity plays on personality and answer questions that should be completed in a journal response for the following day.

Questions: • What emotions are affiliated with extrovert and introvert personalities?• What role does heredity play on individuals’ behaviour and personality?


Extra Support:

For ESL learners and students with learning abilities, the students will be placed in mixed ability groups by the teacher.

http://www.personalityresearch.org/basicemotions.html

MOTIVATION LESSON PLAN

Teacher: Grade: 11 No. of Students:Subject/Strand: HSP 3M

Date: Lesson: MotivationDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Motivation

Specific Expectations: ● SO1.01 – demonstrate an understanding of the major questions related to

“self and others” that are posed by anthropologists (e.g., What are the cultural patterns that help to define the self?), psychologists (e.g., How do defence mechanisms enable us to cope with others?), and sociologists (e.g., What is the relationship between the individual and society?);

● SO2.01 – identify and assess the major influences that contribute to an individual’s personal and social development (e.g., heredity, environment, race, gender);




Samples:


homework check

Self assess: Rating scale: Notes:x Peer Assess:

Teacher’s Routine for Marking, Tracking, and Reporting:The teacher will take up the questions from the day before (emotion and personality)




Oral Explan: x Repeat: Re-teach: Scribe: E.A. Assistance:


Teacher’s Routine for Lesson Modifications:The teacher will explain the instructions further for the students who may have difficulty with the concepts and assigned tasks.


For the Students: notebook, magazines, scissors, glue

For the Teacher: overhead projector, http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm



Problem-solving:

Computer Assisted:

Other:



http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm


Introduction: “W”………………….......………………………………… 15 minutesThe teacher will introduce the lesson discussing the definition of motivation. She/he will then prompt the student responses asking “What motivates students to do well in school?” (Some potential responses: parents, self etc.) “What motivates us to work?” (Some potential responses: money etc. ).

The class will then discuss the intrinsic and extrinsic factors of motivation. They will explore if one is more important than the other or considered to be the same.

A Sequence of Teaching, Learning and Application: “W”,”G”…..60 minutes

Motivation is concerned with getting someone to do something you want or, on an individual basis, wanting to do something for yourself for a particular reason. The students will then be given the following scenario on the board. They will answer the questions as a group.

Scenario: Imagine that you are the manager of a clothing company. You want your staff to do certain things in order to help achieve your business objectives. It might be simple things like being polite and attentive to the customers. How do you get the staff to do this? What motivational strategies will you use to ensure that the customers are happy and return to the clothing store?

After the questions have been taken up, the students will discuss how motivation affects behaviour.

The class will then be presented with Maslow’s Hierarchy Needs. The hierarchic theory is often represented as a pyramid, with the larger, lower levels representing the lower needs, and the upper point representing the need for self-actualization. Maslow believes that the only reason that people would not move well in direction of self-actualization is because of hindrances placed in their way by society.

In small groups, the students will be given copies of Maslow’s Hierarchy of Needs. The groups will brainstorm the basic needs that essential to survive for humans. They will also critique the theory, discussing the advantages and disadvantages of the theory. Some questions that could be implemented are:

1. Do these needs change in time or evolve?2. Are there needs that culturally we all share and identify with?3. Are there needs that are different?4. What are some of the challenges to the attainment of self actualization? 5. Is it important to reach self-actualization?

Activity: The students will create a collage collected from magazines and create their personal Hierarchy of Needs. This activity, will explore the motivational factors that are most important to them.


Extra Support:The students can be paired with a partner for the personal hierarchy of needs collage

SOCIAL GROUPS LESSON PLAN

Teacher: Grade: 11 No. of Students:Subject/Strand: HSP 3M

Date: Lesson: Social GroupsDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Social groups

Specific Expectations: ● SO2.01 – identify and assess the major influences that contribute to an

individual’s personal and social development (e.g., heredity, environment, race, gender);

● SO2.03 – explain why behaviour varies depending on context and on the individuals involved (e.g., at work, within a family, in sports, in a crowd, in a large city or small town).

● SO3.03 – demonstrate an understanding of anthropological, psychological, and sociological theories that deal with socialization (e.g., enculturation, nature versus nurture, social isolation);



homeworkJournal: Projects: Presentation:x Work

Samples:


homework check


Teacher’s Routine for Marking, Tracking, and Reporting:The teacher will collect and mark the student’s collages






Teacher’s Routine for Lesson Modifications:The students will be placed in mixed ability groups for the debate

Materials and Equipment Required:

For the Students: notebooks, textbook “Images of the world….introduction to Anthropology, Psychology and Sociology”

For the Teacher: http://www.thenation.com/doc/20021118/johnson Sociobiology and You article, textbook “Images of the world: introduction to Anthropology, Psychology and Sociology” McGraw-Hill



Problem-solving:

Computer Assisted:

Other:

Teacher-Directed:Mark with an “x”:Drill: Lecture: Guided


http://www.thenation.com/doc/20021118/johnson


Introduction: “W”………………..………………………………………… 5 minutes Prior to the beginning of class, the class will be set up as a debate forum.

The students will discuss the various groups that individuals are exposed to: primary and secondary groups, networks and culture.

It will be reinforced that these groups are examples of external factors that affect individuals and their behaviour.

A Sequence of Teaching, Learning and Application: “W”, “S”…..70 minutes

During lesson one, students briefly discussed the Nature vs. nurture debate. The past lessons have included examples of external and internal factors that affect one’s behaviour.

Nature vs. Nurture debate

The nature versus nurture debates concern the relative importance of an individual's innate qualities ("nature") versus personal experiences ("nurture") in determining or causing individual differences in physical and behavioural traits. The view that humans acquire all or almost all their behavioral traits from "nurture" are known as Tabula Rasa ("blank slate").Source: http://en.wikipedia.org/wiki/Nature_versus_nurture

The introduction of the social groups, will reinforce examples of external factors that affect one’s behaviour.

The “Sociobiology and You” article will be read to the class and the students will use past lessons as well as their textbooks to debate the Nature vs. Nurture theories.

One side of the room will be “for” the Nature argument and the other will be “for” the Nurture argument.

The teacher will interject as he/she sees fits and pose questions when the groups may be off topic. Here are some examples of questions that can be included:

2. How does culture affect one’s behaviour?3. What internal factors influence us? Do they influence us?4. Do external factors influence us more than internal factors? Why or why

not?5. How do societal norms dictate our behaviour?


Extra Support:

The students will be assigned to mixed ability groups by the teacher.

AGENTS OF SOCIALIZATION LESSON PLAN

Teacher: Grade: 11 No. of Students: Subject/Strand: HSP 3M

Date: Lesson: Agents of SocializationDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Agents of Socialization



● SO2.02 – analyse the role of the mass media in influencing individual and group behaviour

● SO3.01 – explain the role of socialization in the development of the individual;

● SO3.02 – identify the primary and secondary agents of socialization (e.g., family, school, peers, media, work) and evaluate their influence;



homeworkJournal:x Projects: Presentation:x Work

Samples:


homework check


Teacher’s Routine for Marking, Tracking, and Reporting:

Lesson Modifications: (Where applicable, provide student names)5a. Mark with an “x”:Increase Time:





Teacher’s Routine for Lesson Modifications: n/a


For the Students: notebook, journal

For the Teacher: textbook: “Images of the world: introduction to Anthropology, Psychology and Sociology”, Chart paper, http://en.wikipedia.org/wiki/Socialization#Socialization



Problem-solving:x

Computer Assisted:

Other:




Introduction: “W”….………………………………………………………15 minutes

The teacher will introduce and define socialization, revisiting past lessons as examples. Socialization is defined as the process of learning one’s culture and how to live within it. There are many forms of socialization:

• Primary socialization is the process whereby people learn the attitudes, values, and actions appropriate to individuals as members of a particular culture.

• Secondary socialization refers to process of learning what is appropriate behaviour as a member of a smaller group within the larger society. It is usually associated with teenagers and adults, and involves smaller changes than those occurring in primary socialization. e.g. entering a new profession, relocating to a new environment or society.

Agents of Socialization

Agents of socialization are the people and groups that influence our self-concept, emotions, attitudes, and behavior.

• The Family. Family is responsible for, among other things, determining one's attitudes toward religion and establishing career goals.

• The School. The school is the agency responsible for socializing groups of young people in particular skills and values in society.

• Peer Groups. Peers refer to people who are roughly the same age and/or who share other social characteristics (e.g., students in a college class).

• The Mass Media. • Other Agents: Religion, Work Place, etc.

Source: http://en.wikipedia.org/wiki/Socialization#Socialization

On Chart paper, the students will collectively list the types of agents in society and explain how the agents affect the individuals

A Sequence of Teaching, Learning and Application: “W”,”S”….. 60 minutes

Once the list is made on chart paper, the students will be divided into small groups. The students will discuss the agents that are most relevant to them, and more importantly why they are the most relevant to them.

Each group will then be assigned a specific agent of socialization by the teacher. As a group, they will discuss and strategize why their agent of socialization is the best indicator of individual behaviour.

The groups will present their ideas to the rest of the class. Shortly after; the students will participate in a Role-playing activity.

Role-playing activity

In the same assigned groups, the students will role play three situations where their designated agent affects one’s behaviour in three environments: school, home and place of leisure.The students will practice as a group and present to the class. It is mandatory that all of the students participate. If there are members who are shy, they can be a member of a group in the scenario. For example: if demonstrating the family as an agent of socialization, the student could be one of the family members, the student does not have to have a large speaking role, but is required to participate. The groups will present their scenarios.The students will then be asked to reflect on agents of socialization for homework.


Extra support:

ESL learners and students with learning disabilities will be given extra time to work on the assignment.

GROUPS AND BEHAVIOUR LESSON PLAN

Teacher: Grade:HSP 3M No. of Students: Subject/Strand:

Date: Lesson: Groups and BehaviourDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Groups and behaviour



● SO3.03 – demonstrate an understanding of anthropological, psychological, and sociological theories that deal with socialization (e.g., enculturation, nature versus nurture, social isolation);

● SO3.04 – evaluate the role of cultural influences in socialization (e.g., as they affect gender expectations).


Tasks for the Students:Mark with an “x”:Oral Report:x Portfolio: Conference: Multi-media: Other:


Samples: x

Tools for the Teacher:Mark with an “x”:Observation: x Checklist: Rubric:x Quiz, Test:x Other:

homework check








Teacher’s Routine for Lesson Modifications:


For the Students: notebooks

For the Teacher: http://www.bluffton.edu/courses/tlc/nathp/powerpoint/socialinfluence.ppt#260,5,Asch’s study



Problem-solving:

Computer Assisted:

Other:

Teacher-DirectedMark with an “x”:Drill: Lecture: Guided

Inquiry:Demonstration: Other:


Introduction: “W”……….…………………………………………………20 minutes

The students will have a short quiz, reviewing the concepts that have been taught for the past five lessons. The personal reflections will be collected.

A Sequence of Teaching, Learning and Application: “W”…..…… 55 minutesThe students will individually read the article on the Asch’s theoretical design as provided from http://www.bluffton.edu/courses/tlc/nathp/powerpoint/socialinfluence.ppt#260,5,Asch’s study

Asch was interested in what subjects would do in groups where others gave wrong answers. Asch brought subjects into groups where all of the other members were confederates (the subjects were not aware of this). Confederates are individuals who act as though he/she is a subject but is really following the instructions of the person administering the tests. The groups were asked a series of questions, the confederates answered incorrectly intentionally. The subjects conformed and gave the wrong conformed answer 1/3 of the time. Seventy six percent of the subjects conformed with the group at least one in the experiment. It was considered to be important because the subjects did not have a relationship with the members, but still conformed to their beliefs. When one other person disagreed with the group, the subject was more comfortable to disagree with the group.

Students will be asked to write a 1-2 response on peer pressure integrating the Asch study.

As a class, the students will discuss how the results can be related to modern day issues that affect teens such as sex, drug and alcohol use, smoking etc.


Extra Support:

ESL learners and students with learning disabilities will be given extra time to complete the specified assignment.

FAMILY LESSON PLAN

Teacher: Grade: 11 No. of Students: Subject/Strand: HSP3M

Date: Lesson: FamilyDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Family

Specific Expectations:● SO2.03 – explain why behaviour varies depending on context and on

the individuals involved (e.g., at work, within a family, in sports, in a crowd, in a large city or small town);

● SO3.02 – identify the primary and secondary agents of socialization (e.g., family, school, peers, media, work) and evaluate their influence;

● IS1.01 – correctly use the terminology of anthropology, psychology, and sociology (e.g., functionalism, behaviouralism, feminism);

● IS1.03 – demonstrate an understanding of the factors that explain human behaviour from the perspective of anthropology (e.g., myth, kinship), psychology (e.g., conditioning, subconscious), and sociology (e.g., socialization, social interaction)




Samples:

Tools for the Teacher:Mark with an “x”:Observation: X

Checklist: Rubric: Quiz, Test: Other: homework check


Teacher’s Routine for Marking, Tracking, and Reporting:Teacher will orally take up the class discussion questions with the class

Lesson Modifications: (Where applicable, provide student names)5a. Mark with an “x”:Increase Time:



Oral Explan: x Repeat: Re-teach: x Scribe: E.A. Assistance:




For the Students: notebook

For the Teacher: chart paper, Holloway, et al. (2003). Individuals and Families in a Diverse Society. Toronto: McGraw-Hill Ryerson Limited.


Student- Centred:Mark with an “x”:Cooperative: X

Centres: Inquiry; Problem-solving:

Computer Assisted:

Other:


Inquiry:XDemonstration: Other:


Introduction: “W”………………………………………………………… 10 minutesUsing student input, the teacher will review the meaning of primary and secondary socialization agents (“Agents of Socialization” lesson). The teacher will also review the basis of the nature-nurture debate (several previous lessons in this unit), using some student provided suggestions.

A Sequence of Teaching, Learning and Application: “S”, “W”.….65 minutesIn small groups, students brainstorm to answer the question: “What aspects of my family have influenced my development”. Students should discuss the type of each aspect, and eliminate any “nature” influences. The remaining “nurture” (socialization) influences should then be ordered in terms of how important they are on the influence on the individual. The group writes this ordered list on chart paper and post the results on the wall around the room.

Each group then presents their group's ordered list of family influences. Any questions or comments from the class will be addressed by the group members.

The teacher creates a summary of the groups' results (recorded on the board), to be taken as a note. The teacher should focus on the following: early learning, especially language; rules of behaviour (norms); techniques for self-reliance; religious beliefs; career goals; and gender roles.


Extra Support:

Students who are ESL learners will be paired with other students if there is a need for assistance. The teacher will also re-teach the theoretical concepts with the students.

INTRODUCTION TO MASS MEDIA LESSON PLAN

Teacher: Grade: 11 No. of Students: Subject/Strand: HSP3M

Date: Lesson: Introduction to Mass MediaDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Introduction to mass media

Specific Expectations: ● SO2.02 – analyse the role of the mass media in influencing individual and

group behaviour● SO3.02 – identify the primary and secondary agents of socialization (e.g.,

family, school, peers, media, work) and evaluate their influence;● IS1.01 – correctly use the terminology of anthropology, psychology, and

sociology (e.g., functionalism, behaviouralism, feminism);● IS1.03 – demonstrate an understanding of the factors that explain human

behaviour from the perspective of anthropology (e.g., myth, kinship), psychology (e.g., conditioning, subconscious), and sociology (e.g., socialization, social interaction).




Samples:


Checklist: Rubric: Quiz, Test: Other: homework check


Teacher’s Routine for Marking, Tracking, and Reporting:Teacher will review the prior day’s concepts of primary and secondary agents of socialization.








For the Students: notebooks, tape

For the Teacher: popular magazines



Problem-solving:

Computer Assisted:

Other:


Inquiry: Demonstration: Other:


Introduction: “I”……………………….………………………………… 15 minutesStudents independently look through a magazine to find several advertisements that they find appealing in some way (eg. funny, attractive, personally meaningful, etc.) If possible, they should remove the advertisement from the magazine.

Students are then asked to reflect on their advertisement choices. They answer the following questions about each of their chosen advertisements:● Who is the target audience for each advertisement?● How does the advertisement make you 'feel'?● Why do you think it is an effective advertisement for the product?

A Sequence of Teaching, Learning and Application: “S”, “W”.… 60 minutes

In small groups, students present three (or more) of their advertisements, answering the questions above. Students should rewrite their view of each advertisement, including the results of the discussion from the group. This description should be taped to the back of the advertisement (any remaining work should be done for homework). Remind students to keep these advertisements for future classes.

The teacher will then pose the following questions to the class: ● What is the purpose of advertisement?● What other media uses advertisements?

The teacher provides a definition of mass media. The teacher then records the list of media suggested by the students, supplementing this list with any 'missing' types the students may not have identified.

If possible, students can try the 'alcohol awareness' quiz at http://www.media-awareness.ca/english/games/alcohol_quiz/


Extra Support:


http://www.media-awareness.ca/english/games/alcohol_quiz/

http://www.media-awareness.ca/english/games/alcohol_quiz/

BODY IMAGE IN MASS MEDIA LESSON PLAN


Date: Lesson: Body Image in Mass MediaDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Body image in mass media




sociology (e.g., functionalism, behaviouralism, feminism);● IS3.02 – effectively communicate the results of their inquiries, using a

variety of methods and forms (e.g., graphs, charts, diagrams, lab reports, oral presentations, written reports, essays, newspaper-style articles, video presentations).



homeworkJournal: Projects: X Presentation: Work

Samples:

Tools for the Teacher:Mark with an “x”:Observation: Checklist: Rubric: X Quiz, Test: Other:

homework check


Teacher’s Routine for Marking, Tracking, and Reporting:The teacher will take up the questions from the day before (emotion and personality)






Teacher’s Routine for Lesson Modifications:The teacher will explain the instructions further for the students who may have difficulty with the concepts and assigned tasks.


For the Students: notebooks, “The Human Way: Introduction to Anthropology, Psychology, and Sociology”

For the Teacher: sample advertisements that could influence body image, Beauty and Body Image in the Media (http://www.media-awareness.ca/english/issues/stereotyping/women_and_girls/women_beauty.cfm ), Media Awareness Network 'body image' lesson: http://www.media-awareness.ca/english/resources/educational/lessons/secondary/body_image/tpoh_price_of_happiness.cfm, overhead of definition of advertising, class photocopies: 1) Advertising and Image handout, 2) student questionnaire, 3) What Does Advertising Tell Us handout



Problem-solving: X

Computer Assisted:

Other:


Inquiry:XDemonstration: Other:

http://www.media-awareness.ca/english/resources/educational/lessons/secondary/body_image/tpoh_price_of_happiness.cfm



http://www.media-awareness.ca/english/issues/stereotyping/women_and_girls/women_beauty.cfm

http://www.media-awareness.ca/english/issues/stereotyping/women_and_girls/women_beauty.cfm


Introduction: “I”……..…………………………………………………… 15 minutesStudents should read p.127 – 128 and p.83 – 84 in the textbook. Students should reflect on their advertisements (from last class) in terms of the concepts from these readings (body image).

Students should complete the questionnaire (this is for self-reflection, and results will not be discussed in class).

A Sequence of Teaching, Learning and Application: “W”, “S”..…60 minutes

Teacher shows the overhead of the definition of advertising.

Students independently read the handout Advertising and Image. Teacher then moderates a discussion on this reading.

In small groups, students discuss the following question based on the What Does Advertising Tell Us handout and their personal advertisements that are related to body image: “What explicit and implicit messages are absorbed by girls (and boys!) after years of exposure to such advertising?”

Students should choose ONE of their advertisements that is related to body image (if none of their chose advertisements fit this criteria, the teacher should supply the student with one). They should hand in a short report address the following:

• What initially drew the student's attention to this advertisement?• Who is the target audience for each advertisement?• Why do you think it is an effective advertisement for the product?• How might this advertisement have a negative influence on the reader's

body image?• How could this advertisement be presented so that it wouldn't have a

negative influence on the reader's body image? (Artistic students could sketch the new advertisement)


Extra Support:

The students can be paired with a partner for the personal hierarchy of needs collage

TOOLS OF THE MASS MEDIA LESSON PLAN


Date: Lesson: Tools of the Mass MediaDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Tools of the Mass Media




sociology (e.g., functionalism, behaviouralism, feminism).




Samples:

Tools for the Teacher:Mark with an “x”:Observation: Checklist: Rubric: Quiz, Test: Other:

homework check


Teacher’s Routine for Marking, Tracking, and Reporting:The teacher will revisit the “mass media” topics discussed in the previous classes.






Teacher’s Routine for Lesson Modifications:The students will be placed in mixed ability groups for the debate


For the Students: notebooks

For the Teacher: Marketing Tactics lesson (http://www.media-awareness.ca/english/resources/educational/lessons/secondary/advertising_marketing/upload/Marketing-to-Teens-Marketing-Tactics-Lesson-Kit.pdf ), scenario page, class photocopies: advertising strategies, materials for the activity (3 boxes, small pieces of paper, poster paper, magazines, glue, tape, markers, scissors, glue), Psychology of Marketing (http://www.allbusiness.com/marketing-advertising/1976-1.html )



Problem-solving:

Computer Assisted:

Other:


Inquiry:Demonstration: Other:

http://www.allbusiness.com/marketing-advertising/1976-1.html


http://www.media-awareness.ca/english/resources/educational/lessons/secondary/advertising_marketing/upload/Marketing-to-Teens-Marketing-Tactics-Lesson-Kit.pdf



Presentation Steps (Teacher Actions):Indicate: W: Whole Class; S: Small Group; I: Independent

Introduction: “W”………………………………………………………… 10 minutes Some students present their 'negative body image' advertisements and their solution to how these advertisements could be presented in a positive way.

Students should then read the Psychology of Marketing article.

A Sequence of Teaching, Learning and Application: “W”, “S”…..65 minutes

"Often advertising is not about keeping up with the Joneses, but about separating you from them. That's especially true of advertising directed at a particular group, such as adolescents or young-adults - it's called 'dog-whistle' advertising because it goes out at frequencies only dogs can hear."

Dr. James TwitchellSmithsonian, April 2000

The teacher should moderate a discussion on the statement above. The teachers should use the following questions to stimulate discussion:

1. What does the author mean by this statement? 2. Can students think of examples of ads that appeal to them, but not to their

parents? 3. What is it that separates these ads from those that appeal to their

parents? Are there 'set' strategies or themes in advertisements geared to their age group?

4. Within the teen demographic, is there a difference between ads geared to teenage girls, and ads geared to teenage boys?

As per the activity instructions, each student should:● on one piece of paper, write down a product that is geared towards youth

– place in the 'products' box● write down two magazines two magazines you read (one on each piece of

paper) – put in 'boys' or 'girls' box depending on gender

Divide class into four groups. Give each group one scenario from the four provided. Each group takes two 'products' out of the box, and two magazines from either the 'girls' or 'boys' box (depending on the group being marketed to). Use these products and magazine in the scenario. Design an ad for each of the products for the given scenario (15 min. each)

Distribute the Advertising Strategies handout. Each group should present their marketing campaigns to the class. Students should discuss these strategies (use the supplied questions and the Advertising Strategies handout as a guide).

Meeting Individual Needs

Extra Support :

The students will be assigned to mixed ability groups by the teacher.

YOUTH BUYING POWER LESSON PLAN


Date: Lesson: Youth Buying PowerDuration: 150 minutes Students absent for this lesson:

Lesson Topic: Youth buying power

Specific Expectations ● SO2.02 – analyse the role of the mass media in influencing individual and


family, school, peers, media, work) and evaluate their influence;● IS2.04 – demonstrate an ability to locate and select relevant information

from a variety of print and electronic sources (e.g., books, periodicals, television, Internet sites, CD-ROMs);

● IS2.06 – demonstrate an ability to organize, interpret, and analyse information gathered from a variety of sources.

● IS3.01 – record information and key ideas from their research, and document sources accurately, using correct forms of citation (e.g., those recommended by the American Psychological Association);

● IS3.02 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, lab reports, oral presentations, written reports, essays, newspaper-style articles, video presentations).


Tasks for the Students:Mark with an “x”:Oral Report: Portfolio: Conference: Multi-media: Other: Journal: Projects: Presentation: Work

Samples:

Tools for the Teacher:Mark with an “x”:Observation: Checklist: Rubric: Quiz, Test: Other: Self assess: Rating scale: Notes: Peer Assess:









For the Students: notebook

For the Teacher: access to a computer lab



Problem-solving: X

Computer Assisted: X

Other:


Inquiry: XDemonstration: Other:


Introduction: “W”……………………………………………………………5 minutes

Take a quick poll of how many students:5. are wearing 'sports team' clothing (not a team they play on);6. have 'sports team' clothing at home;7. have 'sports team' clothing for a team they either don't like or don't care

much about.

Class then goes to the computer room.

A Sequence of Teaching, Learning and Application: “I”…...…… 60 minutes

Students should read the following on-line articles: Purchasing a Fresh Face (http://www.allbusiness.com/marketing-advertising/4192864-1.html ) and Youth Trends and the Impact of Sportainment's Future (http://www.harrisinteractive.com/news/allnewsbydate.asp?NewsID=324 )

Students should then research marketing of sports merchandise and youth, to answer the question: “Do youth have an influence on marketing trends of sport merchandise?”

Students will create a short report containing the following:1. an introduction (including a thesis based on the results of the student's

research);2. a body that contains the arguments for the thesis;3. some statistics (and a measure of their reliability);4. an example of an advertisement for sports merchandise that targets youth;5. a conclusion (that summarizes the arguments to prove the thesis);6. a minimum of three documents (one must be an advertisement, and one must

be a print resource (including on-line copies of print articles);7. proper references and citations.


Extra support:


http://www.harrisinteractive.com/news/allnewsbydate.asp?NewsID=324


ALTERANTIVE ADVERTISING LESSON PLAN

Teacher: Grade:HSP 3M No. of Students: Subject/Strand:

Date: Lesson: Alternative AdvertisingDuration: 75 minutes Students absent for this lesson:

Lesson Topic: Alternative advertising

Specific Expectations:● SO2.02 – analyse the role of the mass media in influencing individual and



sociology (e.g., functionalism, behaviouralism, feminism);● IS3.02 – effectively communicate the results of their inquiries, using a

variety of methods and forms (e.g., graphs, charts, diagrams, lab reports, oral presentations, written reports, essays, newspaper-style articles, video presentations).


Tasks for the Students:Mark with an “x”:Oral Report: Portfolio: Conference: Multi-media: Other: Journal: Projects: X Presentation:

XWork Samples:


Checklist: Rubric: X Quiz, Test: Other:










For the Students: notebooks, magazines

For the Teacher: Alternative Ads activity (http://www.media-awareness.ca/english/resources/educational/lessons/secondary/advertising_marketing/upload/Marketing-to-Teens-Alternate-Ads-Lesson-Kit.pdf ), class photocopies: group activities


Student- Centred:Mark with an “x”:Cooperative: X

Centres: Inquiry; X Problem-solving:

Computer Assisted:

Other:


Inquiry:XDemonstration:

Other:

http://www.media-awareness.ca/english/resources/educational/lessons/secondary/advertising_marketing/upload/Marketing-to-Teens-Alternate-Ads-Lesson-Kit.pdf




Introduction: “W”………………………………………………………… 10 minutes

As a class, review the BIG topics on mass media that have been discussed in the last few classes. Have class organize them on the board as a mind map (a student can lead this discussion).

A Sequence of Teaching, Learning and Application: “S”, “W”.… 65 minutes

Divide the class into four groups (use different groups from last classes). Give each group a class activity (enough copies for all members of the group). Follow the instructions for the activity. Students can use the magazines they have brought with them (no need to cut out the ads!) to discuss the topic and answer the questions (45 minutes)

As a class, have each group describe the type of advertising they investigated, and present their findings (5 min. per group).

Meeting Individual Needs

Extra Support :

Unit Culminating Activity: Teacher’s Guide

Students will be required to create one of the following: a music video, a television commercial, a magazine ad, or a billboard advertisement. This task will entail students to choose a product / issue and use different advertising techniques while promoting positive body image. Students will work in groups of three to four to produce their final product. Upon completion groups will present their final piece to the class.

Each member of the class will have an opportunity to analyze each other’s work in the same manner that advertisements were analyzed during this unit. Groups will also be given feedback from the class with regards to whether or not they would purchase the product or support the issue. This will reinforce the understanding of the importance of buying power and how it truly affects and influences advertising companies.

In addition teachers may broaden this culminating by hosting an Ethical Ad Fair in the school so that the school community may view the student’s work. Another option may be to involve the local community college marketing / creating advertisement program as a resource.

Specific Expectations:● Analyze the role of the mass media in influencing individual and group

behaviour● Identify and assess the major influences that contribute to an individual’s

personal and social development● Identify the primary and secondary agents of socialization (e.g. family,

school, peers, media, work) and evaluate their influence● Evaluate cultural influences in socialization● Demonstrate an ability to organize, interpret, and analyze information

gathered from a variety of sources● Effectively communicate the results of their inquiries, using a variety of

methods and forms

Assessment & Evaluation:● Students will be assessed formatively with the Project Planning Template● Students will be summatively assessed with the Culminating rubric ● Students will peer assess using the Presentation Feedback Form

Accommodations: ● Students who are uncomfortable speaking in front of an audience are

allowed to have a passive role during the presentation.● If groups are uncomfortable presenting in front of an audience,

arrangements will be made so they may present to the teacher.

● Students who are uncomfortable working in groups will have the opportunity to work alone for this project but must understand that this is a large task for one person to complete.

HSP3M Unit 2: Forces That Shape Behaviour Culminating Activity

The Task: Creating an Ethical AdYou and your colleagues work for the ad company “Royal Blue Advertising”. Their motto is “Ethical Ads Only”. Your group task is to create one of the following:

• Music video• Television commercial• Magazine ad• Billboard ad

You will be using one of these formats to sell a product of your choice or to support an issue / cause of your choice while promoting positive body image among youth. You will be working in groups of three to four. When the final product is complete you will be presenting to other members of “ Royal Blue Advertising” so that your colleagues may analyze and comment on your advertisement.

There will be 4 days allotted as work / research periods – Presentations will begin on the 5th day.—NO EXCEPTIONS

Please be AWARE this is a GROUP ASSIGNMENT: Each member has a responsibility to the group – Attendance is Crucial

Preliminary Steps:Choose group members (3-4 in a group)Name your groupExchange group contact infoFill out the Project Planning TemplateDivide the workload among group membersPlan out your schedule and deadlines

HSP3M: Unit 2 Culminating ActivityProject Planning Template

Complete and submit this form within the first Culminating Activity Work Period

GROUP MEMBERS:

GROUP NAME: _____________________________

Brainstorm Ideas

Form of Ad Product/ Issue

Final idea/ topic/product to be advertised: ___________________________________

Form of Advertisement: __________________________________________________

Materials Needed: _______________________________________________________

Comments:

Advertising Strategies

Materials Needed

HSP3M: “Creating an Ethical Ad” Rubric

Criteria Level 1 Level 2 Level 3 Level 4

Clear expression of ideas

(C)

- Communicates information as isolated pieces in a random fashion

- Communicates important information but not a clear theme or overall structure

- Clearly communicates main ideas or theme

- Clearly and effectively communicates ideas, themes or viewpoint

Provision of supporting evidence

(T/I and K/U)

- Advertisement is unclear with few supporting details

- Advertisement has some supporting detail but unclear at times.

-Advertisement is clearly presented with solid detail

-Advertisement is presented clearly and supported by rich persuasive detail

Establishing relationships

and connections

(T/I and A)

- Little effort evident of promotion of positive body image to youth

- Limited effort evident of promotion of positive body image to youth

- Some effort evident of promotion of positive body image to youth

- Specific evidence of the promotion of positive body image present

Communication appropriate to

media/final product format

(A and C)

- Limited effort for presentation is shown; limited attention paid to language and style. Rehearsal not apparent.

- Uses minimal methods/mediums of communication with minimal creative elements

- Some effort and preparation is evident; Attention has been paid to language and style; Some rehearsal apparent.

- Uses limited methods/mediums of communication media with some creative elements

- Effort and thoughtful preparation clearly evident; Fair attention has been paid to detail;

- Uses a variety of methods/mediums of communication

Fair creative elements present

- Presentation is smooth and presenters appear well rehearsed; Attention has been paid to detail.

- Media used creatively; e.g., use of humor, pitch, video angles and editing, eye-catching design

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Royal Blue Advertising; Group Presentation Feedback Form

Group Name: __________________________

Evaluator:_____________________________

Use the following scale to rate the advertisements presented by your colleagues. Please use one feedback form per group

G= Good F=Fair NI= Needs Improvement

1. Topic of ad is clearly communicated _________

2. Ad is eye-catching, attractive, and creative _________

3. Ad promotes a positive body image in youth _________

4. Ad is understandable, and logical _________

5. Attention has been paid to detail _________

6. Presentation smooth, rehearsed and effective _________

7. Product/topic convincingly presented _________

Member Decision: (circle one)

Approved Not Approved Pending

Comments:

Statement of the Design Process

The Backward Design approach is an innovative approach to education. The development of the Curriculum Unit Plan has been an intriguing process that utilized the basic fundamentals of this approach. Having clear and precise expectations as demonstrated in the enduring understandings of the SAP process, continually allowed us to focus on the tasks that had to be completed. In addition, having the final culminating activity established; promoted the development of the Lesson plan topics and details.

The application of this novel approach has been a bit challenging at times. This is expected of all new approaches; however the end result reassured the benefits of the approach. It is an educational strategy that will be implemented in future lesson plans. Having the final culminating expectations in mind focuses pedagogical thinking and produces effective lessons that challenge student growth. This approach is beneficial for the class and will be implemented for many years to come.

hsp3m: an introduction to anthropology, psychology, and sociolo

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